open educational resources and open learning

http://www.ouslovenia.net

Open Educational Resources and Open Learning

Mitja Jermol

UNESCO Chair in Open Technologies for Open Educational Resources and Open Learning

Jozef Stefan Institute , Slovenia


What is outhere?

The future of learning is…


Open Learning


Holistic view on openness in education

Open accessOpen software

Open content

Open textbook

Open badges

Open accreditation

Open licenses

Open source

MOOCs

OCWOER Open curriculum

Open Context Aware Environments

Open UniversitiesIncentives and motivation

Open value added models

Open organisation

Open legislation

Open approach

Open environment


Open education matrix

Pre

-sch

oo

l

Sch

oo

l

Hig

her

Furt

her

Life

lon

g

Formal

Informal

Infrastructure

Content

Tools and Services

Didactic, pedagogy methodology

Value added models

Incentive models

Ge

ne

ral

Learners and Teachers

Type

Learning Architecture


Open Learning vs. OER

OPENCOURSEWARE(Structure, didactic,

methodology, pedagogy)

OER(Content bits and pieces

StructuresComplex objects)

OPENPROPRIATERY

MOOCs?

OPEN LEARNING OPEN CONTENT


OER status and developments


Open Educational Resources

UNESCO: 1st Global OER Forum in 2002

OPEN = FREE + PERMISSIONS

RetainReuseReviseRemixRedistribute


OER evolution

1994 - Learning object – (Wayne Hodgins) – standards and metadata1998 - Open content – (David Wiley) – OS approach to content2001 - Creative Commons – (Larry Lessig) 2002 - OpenCourseWare – (MIT) 2002 - Open Educational Resources – (UNESCO)Emergence of many mainly academic OER repositories

2012 - Paris OER Declaration - 2012 OER World CongressA number of Regional Policy ForaVarious projects and initiatives

2016 - …. OER is becoming a serious issue


Mass content missing mass use

10

0

100

200

300

400

500

600

700

800

900

1000

2006 2010 2014

50M 880M

Nu

mb

er

of

CC

Res

ou

rces

(m

illio

ns)

Source: Hewlett Foundation

Various isolated sites

Various formats

Different modalities

Language diversity

Unresolved rights

Different levels of qualityUndescribed modes of use

Dead links


Obstacles to mainstream OER

• Commercial interests

• Language and cultural barriers

• Ensuring inclusive and equitable access to quality content (disabilities, quality assurance, all ICT environments)

• Capacity of users to access, re-use, and share OER

• Development of appropriate policy solutions

• Need for clarity on the term ‘open


A need for a UNESCO Normative Instrument that focusses on OER

• Paris declaration is not officially a UNESCO standard-setting instrument

• OER has a central role to play in Education 2030 Agenda in Sustainable Development Goal 4• … and several national policies

• Quingdao Declaration 2015

• Mainstreaming OER in formal educational policies?

• Establishment of a Recommendation and not a Convention on OER• By 2019

• A milestone 2017 – 2nd UNESCO Congress on OER in Slovenia

• A critical mass of devoted countries

• A pool of most active countries in OER


Opening Up Education in EC

• Still only a Communication

• Some concrete steps for OER recognition:• Some call for proposals in H2020 requires synchronization with the OUE

• MSCA is redefining the concept of reserachers’ mobility

• Mainstreaming Open Science which involves OER

• SWAFS is discussing to boost up mechanisms for openness in science and education


Opening Up Slovenia


cure, day, feeling, drink,

night, good, work, year,

today, morning, haha, worst,

love, tomorrow, time,

christmas, bad, wake, food,

bed, drunk

hangover, winning, happynewyear,

perfect, food, nye, notfair,

toooldforthisshit, dedication, sick,

fucked, badtimes, backtobed,

goodnight, yay, ouch, beer, fresh, dying,

bed, death

Artificial Intelligence Technologies

Graph/Social Network Analysis (GraphGarden/SNAP, IST-World, Scienceatlas, Contextify)

Complex Data Visualization (DocAtlas, NewsExplorer, SearchPoint)

Computational Linguistics (Eventregistry, Enrycher, AnswerArt, iDiversyNews)

Social Computing/Web2.0 (LiveNetLife)

Decision Support (DEX, MobiS)

Light-Weight Semantic Technologies(OntoGen, OntoBridge)

Deep Semantics & Reasoning (Cyc, CC)

Statistical Machine Learning

Data/Web/Text/Stream-Mining(TextGarden Suite of tools)


LearnerInformation

/ContentLearning channel

TeacherHuman/Machine

Content structuring and information understanding

User modelling and assessment

Real-timepersonalisation

Intelligent assistants

Artificial Intelligence


ALISA

ANGELO

ARLEO

ANIMATED AGENTS

APARSEN

APENET

APOSDLE

ARCOMEM

ARGUNAUT

ARISE

ARISTOTELE

ARROW

ASPECT

AtGentive

ATHENA

BHL-Europe

BlogForever

BRICKS

C2NET

CACAO

CALIBRATECALIMERA

CASPAR

CINeSPACE

COLDEX

CONTRAPUNCTUS

COOPERCOSMOS

COSPATIALDELOS

DERIVE

Discovery

DL.org

DPE

DynaLearn

EASAIER

eCircus

eCUTEEdReNe EduTubePlus

E-DYNAMICS

EEBO

EEEL

EFGEGN

eLCERT

ELECT

eLEGI

ELEKTRA

ELU

eMAPPS.com

eMarConeMATE

EMUCASTENRICH

ENSURE

ENV-e-CITY

ePATENTEPILEARN

EPOCHePSIPlus

ESDIN

eSDI-Net+

eTelestiaEthno

Arc

ETHNOCLIC

E-TRACKING

EULIS EURADIN

EUROGENEEuropeana v1.0

EuropeanaConnectEuroRegioMap

EuscreeneViP FLaReNetGaLA

GAMA GRAPPLE

HOPE

iCAMP

iCLASS

iCOPER

idSPACE

IKUITSE

iMAESTROi-Maestro

IMAGINATION

ImREAL

INNOELEARNING

INNOVANET Intel

IntelLeo

Intergeo

INVITE

ITALES

iTEC

JEM

JUDAICA

KALEIDOSCOPEKEEP

KOD

KP-LAB

L2C

LCCN

LeActiveMath

LEAD

LEARN

Learnbridge

LEARNINGSPACE

LEGE-WG

LEO

LiLa

LIP

LiWA

LOGOSLT4eL

LTfLL

MACEMAGELAN

MAP

Math-Bridge

MATURE

mEducator

MELTMIMO

MEMORIES

METACAMPUS

Metafora

mGBL

MILK

MINERVAplus MIROR

MIRROR

MLFORBCI

MOBILEARN

MODELLINGSPACE

MOPLEMultiMATCH

MULTITRAIN

NATURE-SDI plus

NEEO

NEXT-TELL

CONNECT

OAPEN

OpenScienceResources

OpenScout

Organic.Edunet

OR-WORLD

OSCAR

PALETTE

PAPYRUS

PEER

PICK

Plan4all

PLANETS

PORTAL

PrestoPRIME

PROFKNOW

PROLEARN

PROLIX

PROTAGEQVIZ

READAL

ReMath

RENCOM RIVER DIALOGUE

ROLE

SCALE

SCAPE

SCOPE

SCY

APOSDLE

SHAMAN

SinPers

SIREN SLIM-VRT

TENCompetence

SME-Net

SMILE STELLAR

STERNA

SWAD-EUROPE

TARGET

TELELOGOS

TEL-Map

TEL-MAPARISETEL-ME-MOR

TELplus

TERENCE

TIMBUS

T-LEARNING

TNT

TRAIN.ME

Treble-CLEF

TRIAL-SOLUTION

TWT-U

UNFOLD

UNITE VARIAZIONI

VEMUS

VEMUST

VENUS

VIDL

V-MusT.net

WEBLABS

Wf4Ever

WORKSAFE

xDELIA

YOUNGNET


EC communication titled ‘Opening up Education’(DG EAC, Connect), Sept 2013


Slovenia – “Just the right size” country

Opening Up Slovenia

A reference country on open education


How did we get to OuS?

Need for change: Bottom Up

Involving all stakeholders: Open community

Inform, Listen, Share, Collaborate: Unconditional

Holistic and systemic approach

Projects with concrete resultsThe

role

of

a C

atal

yst

Just

th

e R

igh

t Si

ze C

ou

ntr

y

Formal political support


Core group

• Knowledge 4 All Foundation Ltd.

• Institut Jožef Stefan

• University of Maribor

• University of Primorska

• University of Ljubljana

• University of Nova Gorica

• Ministry of Education, Science and Sport

• UNESCO national office

• Savsko Naselje Primary School

• Kindergarten Center Trnovo

• Technical High School Center Kranj

• IP Institute

• Slovenian Chamber of Commerce

• Slovenian Post

• Elected representative of the primary school headmasters of Slovenia

• Elected representative of the high school school headmasters of Slovenia

• Elected representative of the kindergarten headmasters of Slovenia

• Representative of public health institutions

• Representative of the public administration workers

• Student society representative

• Representative of the visually impaired people organisation

• Topolšica Hospital

• Lek d.d.

• Kolektor Group

• Gorenje d.d.


Open education matrix

Pre

-sch

oo

l

Sch

oo

l

Hig

her

Furt

her

Life

lon

g

Formal

Informal

Infrastructure

Content

Tools and Services

Didactic, pedagogy methodology

Value added models

Incentive models

Ge

ne

ral

Learners and Teachers

Type

Learning Architecture

Research

Development

Testing

Validation and quality

Deployment


PhotoMath


Slovenian Academic Channel


MyMachine


Open school


Policy adaptation entry points

• Universities • Majority of content is internal and unedited, non-copyrighted, and is therefore restricted to the general public. • Teacher/Professor has no incentive or benefit in sharing, open licensing content for the public good. Answer - changing

national criteria for habilitation. • HEI financing system does not stimulate the preparation and implementation of open courses (MOOC) or OER. Answer -

launch projects that would encourage this practice.

• Schools and kindergartens • Establishment of online educational portal for kindergartens, primary schools and secondary schools, where they would

publish educational content for teachers, pupils and parents. • Provide teachers with modern teaching methods and to educate them for skillful application of ICT in the classroom. • Establish a reward system for teachers to support open education.

• Quality Assurance agency • Preparation of criteria for evaluating e-learning and open learning in the processes of accreditation and external evaluation

of both higher education institutions and study programs • Preparation of guidelines for students, mentors, tutors who participate in open education • Preparation of guidelines and organization and delivery of training courses for professionals of the QA agency • Guidelines for self-evaluation of e-learning and open learning

• Chamber of Commerce • Rules and regulation as obstacles; Public education vs. Market driven education • Forecasting scenarios. How will OuS impact the education market? • CoC to systematically monitor the needs of employers and ICT equipment of employers to access knowledge - funding issues.


What have we achieved so far?

First nation-wide initiative

Strategic commitment of Slovenian government

EC and UNESCO awareness and support

First EOI from potential investors

First policy initiatives

Followers knocking

32 running projects

Creative, open and enjoyable atmosphere


Current challenges

• Use technology to make OER appealing• Mechanisms to make teachers secure and motivated

• Easy use, 7/24 help, fewer rules and regulations

• Holistic and kids/student centered approach• Growing up the citizen of the world

• Mechanisms and added value models to involve businesses (publishers)• Dynamic policies, regulations – co-creation?• Mechanisms and models for quality assurance• Streamline incentives• Experiment at academia, implement to kindergardens

• Same fears, same rejection models, very similar incentive models

• OER DNA


Associated institutions• Austria: Faculty of Computer Science, Graz University of Technology,

• Belgium: Department of Educational Sciences, Vrije Universiteit Brussel

• Croatia: Univeristy of Zadar, Josip Juraj Strossmayer University of Osijek, University of Rijeka, University of Zagreb

• Estonia: Institute of Informatics, Tallinn University

• France: University of Nantes, INRIA - the French Institute for Research in Computer Science and Control

• Greece: SingularLogic SA, NTUA

• Italy: International Centre for Genetic Engineering and Biotechnology (ICGEB), Trieste, Interdipartimental Center of Research in Urban Planning "Alberto Calza Bini" ,

Università degli Studi di Napoli Federico II, IAES International Academy of Environmental Sciences, Venice, Department of Mathmatics and COmputer Science,

University Udine, University of Trieste

• Germany: Karlsruhe Institute of Technology, Humboldt University of Berlin

• Lithuania: Vilnius Business College

• Netherlands: UNESCO OER Chair, Open University Netherlands, EADTU, European Association of Distance Teaching Universities

• Poland: Lublin University of Technology, University of Natural Sciences and Humanities in Siedlce

• Portugal: Faculty of Science and Technology of Universidade Nova de Lisboa, UNINOVA (Institute for the Development of New Tecnologies),

• Slovenia: Karst Research Institute, Postojna, Slovenia, British Council Slovenia, IAM - Institute and Academy of Multimedia, School centre Kranj, Slovenian institute for

Adult Education, National School of Leadership in Education, Geodetic Institute, Slovenia National Examinations centre

• Spain: Madrid Open University, Universidad Complutense de Madrid, Universitat Politècnica de València

• Turkey: Department of Computer Education & Instructional Technology Middle East Technical University

• United Kingdom: The Open University UK, University College London, University of Manchester

• United States: OpenCourseWare Consortium, Opencast Matterhorn, MIT, Stanford, Carnegie Mellon University


Links and additional information

• http://www.ouslovenia.net• http://ailab.ijs.si• http://videolectures.net, http://opencast.org/matterhorn/• http://scienceatlas.si• http://qminer.ijs.si• http://eventregistry.org, http://enrycher.ijs.si, http://newsfeed.ijs.si• http://www.cyc.com, • iDiveriNews on App Store• Curious Cat on GooglePlay

• [email protected]

http://www.ouslovenia.net/

http://ailab.ijs.si/

http://videolectures.net/

http://opencast.org/matterhorn/

http://scienceatlas.si/

http://qminer.ijs.si/

http://www.transport-research.info/web/



mailto:[email protected]


Supplemental slidesGuidelines in adopting OER


Key point in adopting OER

• What will you gain with OER?• Save money in producing materials• Comply with new trends, positively enforced by EC via H2020, Marie

Curie• Gain visibility and create new learning environments• Adopt new, global, unprecedented audience• Make local, regional, global impact• Create public good from public investment

• At your institution you will have to:• Make the Case to Higher Administration• Make the Case to the Mid-Level Administration• Make the Case to the Faculty • Make the Case to the IT Team


Key point in adopting OER

• Determine what course websites and course management systems are in use on your campus. • This impacts your content import/export strategy, and defines the

infrastructure required to collect, build, and manage course content.

• Create standards for structure and presentation of content on your OER website

• Standardization helps reduce cost, improve usability of the Web site and streamline the publication process.

• Evaluate the content delivery infrastructure needs of your OpenCourseWare initiative

• Worldwide distribution of end-users, use of video, anticipated peak/average loads, and other factors determine your metadata strategy.


OER resistance

• Attendance• “My students won’t come to class if the lectures are online”

• Cost• Depends on the number of courses rate, pre-existing resources can be shared

with the OER project, and how (and by whom) the flow of work is directed

• Drain on Faculty Time• Projects generally employ staff or students to vet materials for Intellectual

Property issues and to format them for online use.

• Erosion of Distance Education Revenue

• OER sites provide students with an important pathway into for-credit coursework (for distant learning universities, programes)


OER resistance

• Faculty Resistance to Sharing • Value of course materials actually increases as those materials are given away.• Have a core group of supportive faculty

• Intellectual Property • Addressing Intellectual Policy issues is complicated• but it often is more a matter of good record keeping than anything

• Undermining Potential Publication for Profit • Most faculty are realistic about royalties from their published works. • Evidence that OER publication in fact promotes the sale of related faculty

publications, as it both widens the market for those publications, increases name recognition and demonstrates uses to which those publications might be put in the classroom


Before getting into

• What are the most significant aspects of your institution’s mission and culture?

• What are your institution’s explicit short and long-term goals?

• What are your institution’s explicit concerns?

• What OER-relevant processes does your institution already have in place?

• What is likely to be the most effective scope of an OCW project at your institution?

• What are likely to be the “pain points” for your institution?


Before getting into

• Assemble an Information Packet about your proposed initiative

• Get to know other people at your institution who are involved with developments in education and educational technology

• Promote increased use of Open Educational Resources at your institution

• Review available evaluation tools for compiling statistics about your site; its number of hits, where users are coming from

• Talk with us about formal partnerships.


Evaluation and Metrics

• Start with a clear conception of what you want to measure, and why. • Help to crystallize your evaluation strategy and methodology.

• Measure Access, Use, Impact • who is visiting, from where, and their profiles

• what they are using it for, and how

• and what difference is makes

• Tracking the usefulness and usability of OER, and the efficiency of your publication process will make your OER relevant over time

• Measuring the use and demonstrating the impact of an OER helps ensure continued engagement of key stakeholders.

• Internally, measure process efficiency and faculty satisfaction.


Relating OER to Pedagogy

• Information specifically intended to help users get the most out of their learning experience. How will you articulate expectations, goals, and learning outcomes?• How will you encourage active engagement?

• How will you encourage users to have an enjoyable and meaningful experience of using OER?

• How will you provide opportunities for useful reflection on what users have learned?

• What tools can help users assess their prior experience and knowledge to help them select the most appropriate OER material and direct their learning activities?

• How will you encourage users to link their learning with OER to their own professional or personal circumstances?

• How will you encourage users to learn in a community?


Maintaining Intellectual Property

• Intellectual Property (IP) Management is one of the most serious concerns faced by those seeking to start an OER project.

• Questions you should ask your institution’s legal team• Does your institution consider faculty teaching materials to be the property of the

faculty member or of the institution?• What process does your institution want you to follow in your use of institution-

owned content?• How concerned is your institution with its own branding and/or the appearance of

endorsement?• What is your institution’s stance on fair use in the classroom? Outside the

classroom?• What types of legal language does your institution want you to use in license

requests?• To what types of privacy laws is your institution subject?

open educational resources and open learning

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